Erin Michelle Threlfall

ethrelfall@gmail.com +66.61.385.3345
Portfolio: erinmthrelfall.weebly.com
US Citizen; One Dependent

Profile:
Internationally-minded, passionate, accomplished educator, coach, and community builder with demonstrated ability to facilitate
learning, inspire individuals, and develop programs all to enhance school growth. Articulate communicator able to interact with
diverse populations of students, parents, faculty, and administrators from many cultural and social backgrounds. Leveraging a
multifaceted background, possessing a keen aptitude for systems thinking and effective change management, ensuring alignment
with organizational goals and fostering cohesion across all levels.Tenacious goal setter able to make things happen.

Summary:
● Proven change management expertise demonstrated through whole school leadership, fostering cohesion and alignment with
organizational purpose.
● Adept networker, fundraiser, and communicator, elevating organizational profile and outreach.
● Specialized in service learning, well-being initiatives, and crafting sustainable/social good curriculum, contributing to impactful
transformation within educational settings.

Highlights of Leadership Accomplishments:

● Led comprehensive whole school curriculum review process and implemented enhanced parent communication strategies,
fostering transparency in teaching and learning practices.
● Efficiently managed departmental budget, identifying avenues for revenue generation, cost-saving measures, and securing
grants totaling over $600,000 USD.
● Spearheaded the design and execution of a school marketing and communications plan, resulting in a notable 60% increase in
school visibility.
● Developed streamlined admissions screening and enrollment processes, enhancing new family relationships during
onboarding.
● Revamped staff appraisal procedures, emphasizing ongoing evidence gathering, immediate feedback, and coaching for
professional growth
● Designed and executed whole school strategic planning initiatives, facilitating the development of a comprehensive 3-year
aspirational plan.
● Initiated and directed a strategic plan for Diversity, Equity, and Inclusion efforts, fostering an inclusive school environment.
● Established programs for talent recruitment and streamlined onboarding processes, enhancing staff retention rates.
● Evaluated and revamped staff professional development plans, managing budgets, identifying needs, and curating professional
development series.
● Co-led the transition to remote learning during the COVID-19 crisis and provided support to other schools globally.
● Chaired the committee for the development of safeguarding policies and risk assessment processes, ensuring compliance and
monitoring implementation.
● Acted as a Liaison to the United Nations, developing curricular programs to promote Sustainable Development Goals (SDGs)
and enhance UN knowledge.
● Enhanced the effectiveness of a team of 9 coordinators, shifting practices towards pedagogical coaching
● Led and participated in multiple accreditation review cycles for CIS, WASC, IB, and MSA accreditation and reauthorization
● Served as a project manager for the development of 3 UNICEF/UNHCR funded schools, evaluating organizational needs and
empowering international volunteers and local staff, optimizing UNHCR development programs.

Highlights of Contributions to Student and Community Life:

● Led strategic development of whole school service learning programs in four international schools.
● Defined, designed, and delivered middle and primary school advisory/wellbeing and service learning programs, while also
serving as consultant in these domains with international schools across the globe.
● Built and facilitated outdoor adventure program.
● Developed a student wellbeing program entitled Happiness 101 that included Mindfulness and other habits for happiness.
● Curated parent education & engagement program series, with outreach to add engagement from the general public to
stimulate & expand external involvement within the school.
● Coordinated a student TED-ED series.
● Developed a transition programme to support students and their families within the international sector.
● Created and managed nonprofit organization linking artists with opportunities to volunteer within low resourced public schools.

Erin M. Threlfall 1
Professional Experience

● 2022-Current: Primary School Principal; Panyaden International School; Chiang Mai, Thailand
● 2018-2022: Assistant Principal/ PYP Coordinator; International School Lausanne; Lausanne, Switzerland
● 2011-Current: International Baccalaureate PYP Workshop Leader and Curriculum Development Consultant
● 2016-Current: Consultant with CBK Associates specializing in Diversity Equity and Inclusion, SEL, and Service Learning
● 2016-2018: Learning and Innovation Leadership Team, Director of Service Learning; PK-12, UNIS NYC
● 2013-2016: Homeroom teacher J3; United Nations International School; New York, NYC
● 2011-2013: Classroom Teacher/Grade 6 Drama Teacher; Bali International School; Bali, Indonesia
● 2010-2011:PYP Coordinator and Consultant; Year 5 Teacher; Theatre Director; British School of Lomé; Lomé, Togo
● 2008-2010: Fine Arts HOD/ K-12 Drama Teacher/CAS and Activities Coordinator; Indianhead; Seoul, S Korea
● 2006-2008: PYP Preschool Teacher and Developer of Arts Curriculum, Lincoln Community School; Accra, Ghana
● 2006-2008: Consulting Manager of Arts Educational Programs, Kokrobitey Institute; Accra, Ghana
● 2004-2006: W. African Site Representative/Education Director and Project Mgr.; GVN/UNHCR; Buduburam Camp; Ghana
● 2002-2008: Founding Director of Performing Arts Nonprofit Group, Artists as Activist; New York, NY
● 2002-2004: TFA Representative, Grade 5 Teacher, and Head of Performing Arts, Teach for America/PS 199X; Bronx, NY
● 1997-2001: Director of Programs and Drama Specialist, Philadelphia Public Schools; Philadelphia, PA 1997-2001
● 1993-1997: ESL Tutor and Language Instructor; Columbus State Community College; Columbus, OH

Education & Qualifications

● Harvard Business School and Graduate School of Education; Certificate in School Leadership, July 2021
● International Baccalaureate Workshop Leader Certification, October 2010
● Pace University; New York, NY USA; Masters of Science in Education, Curriculum development focus (3.8 GPA) July 2004
● University of the Arts; Philadelphia, PA, USA; BFA in Acting (3.45 GPA) June 2001
● University of Cincinnati; Cincinnati, OH, USA; ASC International Law/Peace and Conflict Studies (4.0 GPA) April 1996
● 200 Hour Yoga Teacher Certification, July 2012

Highlights of Workshop Leadership & Consulting

● Happiness 101 Workshops; EARCOS Leadership Conference, Bangkok 2023; DFC Conference, India 2023
● Curriculum development consultation and keynote speaker for Stratford Schools, California, 2019-2023
● Diversity, Equity, and Inclusion curriculum develop, Design for Change USA, 2021
● Pivoting Towards Remote learning, What you Need to Know for Leaders, hosted by Matt Glover, 2020
● Diversity and Inclusion: Creating a culture of belonging, ISL & IS Rome, 2020
● TODDLE PYP Leadership Bootcamp Webinar, Strengthening Student Agency in the PYP, 2020
● Service Learning workshops & consultation for Le Rosey,Switzerland 2018-2021
● Mediterranean Association of International Schools featured workshop presenter on Service Learning and Agency, 2019
● Implementing Effective Advisory Programs, UNIS 2017; Global Alliance 2018
● Consultant for developing Advisory Curriculum partnered with CBK Associates for schools in US, Cuba, China, & Malaysia
● Content Strategist and Institute Leader, UNIS Blended Learning Institute, June-July 2015 & 2016
● Developing Character Based Learning for Global Citizenship, UNIS NY, 2015 & 2016
● Keynote Speaker and Workshop leader at Design for Change Global Conferences, Mexico, 2015, & India 2014
● Presenter at Performing the World Performing Arts Conference; All Stars Project; NY, USA 2012 & 2014
● Variety of PYP workshop and consulting, face to face and online

Recent Career & Personal Development

● Designated Safeguarding Lead and Safeguarding practices,
multiple providers
● Leading Change; Leading Schools; and Leading Teams (Harvard
Business School)
● Leadership and Team Dynamics (PTC Miami)
● Enhanced PYP Upskilling & Leadership in the PYP
● Coaching and Team Leadership (Aguilar)
● Nonviolent Communication (NVC)
● Transcendental Meditation (David Lynch Foundation)
● Mindfulness in Schools (MindUp, PawsB, & Stanford)
● Advanced Service Learning Institute (CB Kaye)
● CGC Inquiry Model (Common Ground Collaborative)
● Teaching for Social Justice (NYSAIS)
● Reading Workshop (Erin Kent Consulting)
● Writer’s Workshop (Matt Glover)
● Harvard’s Project Zero Visible Thinking
● Math in the City/Context for Learning (Cathy Fosnot)
● IB/ PYP Workshop Leader Building for the Future
● NVC Life Enriching Education
● Understanding by Design & Assessment (Jay McTighe)
● Assessment Design (Kath Murdoch)
● Concept Based Learning (H. Lynn Erickson)
● Design for Change (Kiran Bir Sethi)
● Responsive Classroom 1 & Responding to Misbehavior

Awards & Recognition

● Advisory Board Member, Design for Change
● Certificate of Service from United Nations High Commission for Refugees
● Recognition for Outstanding Community Service from Philadelphia’s Mayor John Street and President George Bush
● Presidential Merit and Talent Scholar
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 Erin Michelle Threlfall

Educational Philosophy can be found here

Philosophy of Leadership
I believe that schools are the foundation where we can help to build a better world. So
that anything we try to grow is rooted in physical, mental, and spiritual health, I believe it
is crucial to begin with a foundation anchored in well-being. To develop global citizens
who are well poised to make a positive difference in the world, schools should be a place
where children explore their interests and talents; where children may exercise their
agency; and where the adults model a love of learning. As a leader, it is my ultimate goal
to support the school community in creating a caring, reflective nurturing learning
environment where everybody feels safe to learn and grow, and where the systems and
processes enable the community to thrive. To support my core beliefs, the following
tenants guide my practice.

Inspiring Visionary: Recent research has pointed to the value of hope and aspirations for individuals and organizations. The
argument is that we must all have something to strive towards to keep us pushing forward, growing and stretching our capacity
along the way. To that end, I aspire to bring innovative visions to the organizations with whom I work, and I inspire and motivate my
teams to pursue their personal passions. I keep abreast of developments in education and other industries, and constantly imagine
how we might improve our practice to support learning. I believe it is important to collaborate across disciplines so we might
implement what those in research and development, design practitioners, and even neurologists are uncovering in their research. I
ask: How might this improve what we are doing? How might educators inform the practice of others? And perhaps most exciting:
How might we collaborate together, and with interdisciplinary industry leaders, to solve “wicked problems”?

Culture of Accountability: It is not enough to have a vision; any smart leader can have a vision. Great leadership knows
how to support and inspire talent towards bringing the vision to reality. To help achieve a meaningful vision, leaders must be brave
enough to have difficult conversations with compassion and grace, while holding a team accountable to agreed expectations. In
leadership roles, I seek to recruit excellent talent who demonstrate the skills and disposition necessary to advance an
organization’s mission and vision. I take responsibility to support teachers, coaching where necessary to help teachers achieve
their personal best. I hold myself and teams accountable for living into our vision and values. I use feedback from stakeholders to
know if we are on track towards achieving our vision, and seek feedback to know if my leadership is effective in supporting our
community towards success. I work closely with teachers to ensure they are moving forward, and do not shy away from difficult
conversations when needed.

Culture of Care: In her Daring Schools work, Brené Brown speaks of the importance of setting clear expectations and safe
boundaries, creating clarity in roles, and having crucial conversations if we expect to lead towards something bigger than what
already exists. Teachers must feel safe to be vulnerable, supported in making mistakes, and know that they are accountable for
great work. Knowing where the boundaries lie and the vision they are working towards enables them to contribute meaningfully.
Teachers must also feel acknowledged and celebrated for the contributions they make. As a leader, I strive to create a culture of
care and support, one where teachers know they matter, and feel safe to be vulnerable enough to take risks. I extend this same
culture of care to all stakeholders in the school community, from the bus drivers to the cleaning staff, to the parents and students.
Schools are networks of individuals who are all working towards supporting the learning taking place; everyone within that network
needs to know that they matter.

Pedagogical Excellence, Inquiry as a Stance: A good school leader has a strong understanding of the pedagogical
approach being implemented in the school, and has a thirst to deepen that understanding to help others understand it as well. My
pedagogical approach lies in concept driven, constructivist and inquiry-based approaches to teaching and learning. Learning
happens best when the various components (social-emotional, academic subjects, arts, etc.) work together in an interwoven helix,
with all components coming together to help a student uncover their strengths and areas of interest while learning about the world
around them. As a voracious learner and experienced consultant/ coach/ workshop leader, I am able to lead teachers towards
success because I understand both the “what” and “why” of the programs. I network with schools and outside industry to support
innovation, and value collaboration to strengthen our approach. Schools should be child centered, aiming to meet learners where
they are, seeking to find strengths, believing that everyone can learn.

Collectivist Village: In the international school setting where families come from many cultures, the school often becomes the
common ground, and so we have a responsibility to create a sense of home and belonging within the school environment. The
constructivist approach extends to the ways that we work with parents: we must build trust and understanding through a series of
intentional interactions and experiences. I know the importance of clear communication, parent education, and bringing parents into
the fold if we are to meet the aspirations of an organization. As a leader, I create strong relationships with the parent community to
nurture trust and collaboration to harness the energy of a vibrant community.

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